修正性反馈对提高ESL写作水平的影响——以不同国籍学习者为考察维度

Necessity and Feasibility of Corrective Feedback in ESL Learners' Writing

本研究通过采访和跟踪访谈等形式,从学习者本位视角描述其ESL写作中的语法改进目标。通过倾听学习者声音,试图从国际留学生角度再度探讨备受争议的语法改错问题。在对某国际研究生班考察一个学期后,笔者分析20名不同国籍受试对教师修正性反馈的认知态度,重新考量二语写作中修正语法错误的必要性及可操作性。研究发现:(1)有些ESL学习者设立的中介语学习目标不切实际;(2)语法问题一直困扰学习者的二语写作;(3)成年ESL学习者在语法方面仍需教师指导。研究呼吁教师在安排教学活动时应倾听学习者声音。最后,笔者针对二语写作教师如何帮助ESL学习者提高英语语言运用水平提出了建议。

This study explores adult ESL learners＇ goals for improving grammar in their writing from an emic perspective based on semi-structured interviews and stimulated recalls. Twenty learners from an international ESL class were asked to describe their goals for writing over a semester. They were found to be motivated to improve grammar in their writing, but lacked the knowledge and resources to take effective action for improvement. Some learners had unrealistic expectations about their potential compe- tence in using English. Certain language difficulties in their writing tended to persist over time. Hence, adult ESL learners are still in need of explicit instruction of grammar and teachers＇ corrective feedback in their ESL writing. Teachers are called upon to listen to learners＇ voice in ESL teaching. Finally, the study puts forward some tentative suggestions for helping learners to im- prove grammar in their ESL writing.